Academic and Behavioral Interventions

Are you looking for ways to encourage students to take pride in their assignments? If so, keep reading.

1. Give several chances for the student to learn information covered by tasks (e.g., films, visitors, community resources, etc.).

2. Coordinate a time for the student to study with a peer tutor before finishing a graded task.

3. Draft an agreement with the student stipulating what behavior is required (e.g., improving the accuracy and quality of tasks) and which reinforcement will be implemented when the agreement has been met.

4. Alter academic tasks (e.g., format, requirements, length, etc.).

5. Make sure that your remarks are in the form of constructive criticism rather than criticism that can be perceived as personal, menacing, etc., (e.g., instead of saying, “You always make the same mistake.” say, “A better way to do that might be . . .” ).

6. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

7. Give the student shorter tasks, but more of them throughout the day (e.g., 4 tasks of 5 problems each rather than one task of 20 problems).

8. Get the student to orally respond to tasks.

9. Make sure the student knows that work not done neatly must be redone until it is neat.

10. Utilize handwriting models with arrows that indicate the direction in which the student should correctly form the letters.

11. Inspect the student’s grip on the pencil to make sure that they are holding the pencil correctly.

12. Minimize distracting stimuli (e.g., place the student in the front row, give a table or “office” space away from distractions, etc.). This is to be used as a way to lessen distractions, not as a form of punishment.

13. Organize a preliminary evaluation of the work, requiring the student to make appropriate corrections before final grading.

14. Give time at school for the conclusion of homework if designated homework has not been finished or has resulted in failure. (The student’s failure to finish homework tasks may be the result of variables in the home over that they have no control.)

15. Let the student respond to alternative task questions (e.g., more generalized questions that represent global comprehension).

16. Praise the student for improving the accuracy and quality of their work based on capacity and ability. As the student shows success, slowly increase the amount of improvement expected for reinforcement.

17. Find resource staff members from whom the student may receive additional assistance (e.g., librarian, special education teacher, other staff members with expertise or time to help, etc.).

18. Utilize primary paper to assist the student in sizing uppercase and lowercase letters. Utilize standard lined paper when the student’s skills improve.

19. Make sure that homework relates to ideas already taught rather than introducing a new concept.

20. Provide shorter tasks but give them more regularly. As the student shows success, increase the length of the tasks, and decrease the frequency.

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for ways to teach kids to take pride in their work? If so, keep reading.

1. Observe the first problem or part of the task to make sure the student knows what is expected.

2. Teach the student procedures for improving accuracy and quality of work (e.g., listen to instructions, make sure instructions are grasped, work at an acceptable pace, check for errors, correct for neatness, copy the work over, etc.).

3. Give instructions and task format in an assortment of ways (e.g., oral instructions, written instructions, demonstrations, simulations, manipulative, drill learning activities with peers, etc.).

4. Slowly lessen the space between lines as the student’s handwriting improves.

5. Let/require the student to make corrections after tasks have been reviewed the first time.

6. Give the student quality learning materials to perform tasks (e.g., pencil with eraser, paper, dictionary, handwriting sample, etc.).

7. Get the student to trace handwriting models and fade the model as the student develops the skill.

8. Get the student to record the number of times their handwriting is acceptable during a given week.

9. Give the student samples of work that may serve as models for acceptable levels of accuracy and quality (e.g., the student is to match the quality of the sample before turning in the task).

10. Complete the first few problems of a task with the student to make sure that they know what to do, how to finish the task, etc.

11. Give a wide assortment of handwriting chances for the student to practice handwriting skills (e.g., writing letters to sports and entertainment figures, relatives, friends; writing for free information on a topic in which the student is interested, etc.).

12. Give the student ample chance to master handwriting skills (e.g., instruction in letter positioning, direction, spacing, etc.).

13. Get the student to read/go over schoolwork with the teacher so the student can become aware of the quality of their work.

14. Build varying degrees of difficulty into tasks to enable the student’s self-confidence and at the same time give a challenge (e.g., easier problems are intermingled with problems designed to measure knowledge gained).

15. Create levels of expectations for quality handwriting performance and require the student to correct or repeat tasks until the expectations are met.

16. Let the student perform schoolwork in a quiet space (e.g., study carrel, library, resource room, etc.) to lessen distractions.

17. Give the student a selection of tasks and require them to select a minimum number from the total amount (e.g., present the student with 10 academic tasks from which 6 must be finished that day).

18. Observe the student while they are performing schoolwork to monitor accuracy and quality.

19. Give the student clearly stated step-by-step instructions for homework so someone at home may be able to assist.

20. Give the student clearly stated criteria for acceptable work.

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for ways to teach kids to take pride in their classwork? If so, keep reading.

1. Along with instruction, give an incentive statement (e.g., “On occasions where you finish your work neatly, you may have free time.”).

2. Give the student an appropriate model of handwriting (e.g., other students’ work, teacher samples, commercial samples, etc.) to use at their desk.

3. Teach the student to practice basic study skills (e.g., reading for the main idea, note-taking, summarizing, highlighting, studying in an excellent environment, using time wisely, etc.).

4. Get the student to keep a chart representing the number of tasks finished and the accuracy rate of each task.

5. Praise those students in the classroom who turn in tasks that are legible.

6. Praise those students in the classroom who turn in tasks that are accurate and of high quality.

7. Minimize the emphasis on competition. Competitive learning activities may cause the student to rush through work. Learners who compete academically and fail to succeed may cease to try to do well and do far less than they are able.

8. If the student does not finish their work according to teacher instructions and expectations, it must be finished during leisure or break time.

9. Give the student evaluative feedback for tasks finished (i.e., find what the student did successfully, what errors were made, and what should be done to correct the errors).

10. Give a time during the day when the student can receive assistance at school if they have difficulty finishing homework tasks with minimal accuracy

11. Alter instructions to include more concrete examples to enable student learning.

12. Assess clarity and quality of directions, explanations, and instructions given to the student.

13. Get the student to question any directions, explanations, and instructions not grasped.

14. Acknowledge accuracy and quality (e.g., display the student’s work, congratulate the student, etc.).

15. Utilize adhesive content (e.g., tape, etc.) to keep paper positioned properly for handwriting.

16. Observe student performance to detect errors and determine where learning problems exist.

17. Talk with the student to explain (a) what the student is doing wrong (e.g., turning in work that has spelling errors or spacing errors, work that is illegible, etc.) and (b) what they must be doing (e.g., taking time to check for spelling, spacing errors, etc.).

18. Give the student chances for review prior to grading tasks.

19. Do not grade every task performed by the student. Assignments may be used to assess student capacity and ability or knowledge and give feedback. Grades may not need to be designated until mastery/minimal accuracy has been attained.

20. Give older students functional handwriting chances (e.g., job application forms, reinforcer surveys, order forms, check writing, etc.).

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for strategies to teach kids to take pride in their schoolwork? If so, keep reading.

1. Connect with parents to disseminate information about the student’s progress. The parents may reinforce the student at home for improving the quality of their handwriting at school.

2. Give the student self-checking learning materials, requiring correction before turning in tasks.

3. Assess the appropriateness of assigning homework to the student.

4. Provide consistency in task format and expectations.

5. Make sure the tasks measure knowledge of content, not related skills such as reading or writing.

6. Teach the student note-taking skills.

7. Get the student to practice a task with the teacher, an aide, or a peer before finishing the task for a grade.

8. Praise conscientiousness in improving handwriting (e.g., double-checking spelling, proper positioning of letters, spacing, etc.): (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

9. Teach the student instruction-following skills: (a) listen carefully, (b) ask questions, (c) use environmental signals, and (d) rely on examples given, etc.

10. Give parents information regarding appropriate ways in which to help their child with homework (e.g., read instructions with the student, work a few problems together, answer questions, check the finished task, etc.).

11. Give frequent interactions and encouragement to support the student’s confidence and optimism for success (e.g., make statements such as, “You’re doing great.” “Keep up the excellent work.” “I’m really proud of you.” etc.).

12. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

13. Praise conscientiousness in improving accuracy and quality of tasks (e.g., double-checking spelling, proper positioning of letters, sufficient spacing, etc.): (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

14. Make sure the student has a number line and alphabet strip on their desk to use as a reference for the correct form of letters and numbers to lessen errors.

15. Create levels of expectations for accuracy and quality of performance and require the student to correct or repeat tasks until the expectations are met.

16. Reinforce all measures of improvement.

17. Record the tasks and let the student listen to questions as often as necessary.

18. Ask parents to set aside an established duration of time each evening (e.g., 45 minutes, one hour, etc.) for homework rather than allowing the student to watch TV or play as soon as the homework is finished.

19. Utilize lined paper that is also vertically lined to teach the student appropriate spacing skills.

20. Let the student put a task away and return to it at a later time when they might be more successful.

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for strategies to help students who have trouble working in the presence of distractions? If so, keep reading.

1. Praise the student for functioning properly in the presence of distractions in the classroom: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

2. Converse with the student to explain (a) what they are doing wrong (e.g., failing to attend, getting out of seat, fighting with a peer, talking, etc.) and (b) what they must be doing (e.g., keeping self-control in the presence of distractions in the classroom).

3. Get the student to question any directions, explanations, instructions they do not understand.

4. Praise those students in the classroom who function properly in the presence of distractions in the classroom.

5. Praise the student for functioning properly in the presence of distractions in the classroom based on the duration of time the student can be successful. As the student shows success, slowly increase the duration of time required for reinforcement.

6. Draft an agreement with the student stipulating what behavior is required (e.g., keeping self-control in the presence of distractions in the classroom) and which reinforcement will be implemented when the agreement has been met.

7. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

8. Connect with parents to disseminate information about the student’s progress. The parents may reinforce the student at home for functioning properly in the presence of distractions in the classroom.

9. Select a peer to model functioning properly in the presence of distractions in the classroom for the student.

10. Assess the distractions in the classroom to ascertain the level of stimuli the student can respond to appropriately.

11. Minimize distractions to a level at which the student can successfully function. As the student shows that they can successfully tolerate the increased levels, slowly let distractions increase.

12. Place the student so that they experience the least amount of distractions possible.

13. Give the student a quiet space in which to work, where distractions are reduced. This is used to lessen distracting stimuli, not as a form of punishment.

14. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

14 Ways to Help Learners Ignore Distractions While Working

Are you looking for ways to help students ignore distractions while working? If so, keep reading.

1. Place the student away from those peers in the classroom who create the most distractions.

2. Make the student be productive in the presence of distractions for short periods. As they become successful, slowly increase the duration of time the student is required to be productive.

3. Make sure that all distractions in the classroom are reduced as much as possible for all students.

4. Give the student the chance to move to a quiet space in the classroom any time distractions interfere with their capacity and ability to function successfully.

5. Get the student to practice a new skill or task alone or with an aide, the teacher, or a peer before the entire group attempts the learning experience or before performing for a grade.

6. Take the student away from a learning experience in the classroom if they are unable to function properly in the presence of the distractions involved in the learning experience.

7. Teach the student appropriate ways to respond to distractions in the classroom (e.g., moving to another part of the room, asking others to be quiet, leaving the group, etc.).

8. Give the student shorter tasks that do not require expanded attention to be successful. As the student shows they can be successful in the presence of distractions, slowly increase the length of the tasks.

9. Get the student to take part in small-group learning activities (e.g., free time, math, reading, etc.) to lessen the level of distractions in the group. As the student can function successfully in the presence of distractions, slowly increase the size of the group.

10. Embody appropriate behavior in the presence of distractions in the classroom (e.g., continuing to work, asking for quiet, moving to a quieter part of the classroom, etc.).

11. Let the student close the door or windows to lessen distractions from outside the classroom.

12. Give the student earphones to wear if oral stimuli interfere with their capacity and ability to function. As the student can function more successfully in the presence of oral stimuli, slowly lessen the use of the earphones.

13. Give the student a carrel or divider at their desk to lessen distractions.

14. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for ways to encourage kids to learn new things? If so, keep reading.

1. Provide the student a list of keywords, phrases, or main points to learn for each new concept introduced.

2. Compose sentences, passages, paragraphs, etc., for the student to read that reinforce new ideas.

3. Get the student to review new ideas each day for a short duration of time rather than two or three times per week for longer periods.

4. Give the student chances to use new ideas regularly throughout the day.

5. Get the student to highlight or underline keywords, phrases, and sentences from reading tasks, newspapers, magazines, etc.

6. Get the student to quiz others (e.g., teacher, aide, peers, etc.) about new ideas.

7. Select a peer to take part in daily drill learning activities with the student.

8. Do not require the student to learn more information than they are capable of learning at any time.

9. Record essential information. The student can replay the recording as often as appropriate.

10. Let the student use resources to help them successfully perform tasks (e.g., calculator, multiplication tables, abacus, dictionary, a peer, etc.).

11. Make the student use information resources (e.g., encyclopedia, dictionary, etc.) to successfully perform tasks.

12. Give the student several times throughout the day when they can take part in drill learning activities with the teacher, aide, peer, etc.

13. Assess the appropriateness of the task to determine (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled for the task is sufficient.

14. Consider using one of the apps and tools from our many app lists. These apps are designed to help students who are experiencing academic difficulties.

28 of the Best Apps for Kids in Kindergarten28 of the Best Apps for Kids in the First Grade

39 of the Best Apps for Kids in the Second Grade

53 of the Best Apps for Kids in the Third Grade37 of the Best Apps for Kids in the Fourth Grade

25 of the Best Apps for Kids in the Fifth Grade

28 of the Best Apps for Kids in the Sixth Grade

35 of the Best Apps for Kids in the Seventh Grade

28 of the Best Apps for Kids in the Eight Grade

27 of the Best Apps for Kids in the Ninth Grade33 of the Best Apps for Kids in the Tenth Grade20 of the Best Apps for Kids in the Eleventh Grade14 of the Best Apps for Kids in the Twelfth Grade

Are you looking for strategies to help students who have trouble learning new things? If so, keep reading.

1. Get the student to practice a new concept independently, with an aide, teacher, or a peer before trying it with the entire group or being graded on it.

2. Get the student to teach ideas just learned to another student.

3. Minimize the emphasis on competition. Competitive learning activities may increase the student’s anxiety and lessen the student’s capacity and ability to remember information.

4. Start a “learn a concept a day” program with the student and incorporate the concept into the designated learning activities for the day.

5. Give practice of new ideas with an app or a hand-held educational device that gives instant feedback to the student.

6. Provide the student with fewer ideas to learn at one time. Spend as much time as needed on each concept for the student to understand it.

7. Acknowledge quality work (e.g., display the student’s work, congratulate the student, etc.).

8. Give the student new information in the most direct manner possible (e.g., a list of facts, a summary of essential points, outline of essential activities, etc.).

9. Create crossword puzzles that contain only the student’s spelling words and have them finish them.

10. Underline, circle, or highlight essential information from all content the student is to learn (e.g., science, math, geography, etc.).

11. Utilize wall charts to introduce new ideas with visual images such as images for the student to associate with previously learned ideas.

12. Praise the student for learning new ideas: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

13. Give the student chances for drill learning activities in the most exciting manner possible (e.g., computer, using a calculator, playing educational games, watching a film, listening to a recording, etc.).

14. Consider using one of the apps and tools from our many app lists. These apps are designed to help students who are experiencing academic difficulties.

28 of the Best Apps for Kids in Kindergarten28 of the Best Apps for Kids in the First Grade

39 of the Best Apps for Kids in the Second Grade

53 of the Best Apps for Kids in the Third Grade37 of the Best Apps for Kids in the Fourth Grade

25 of the Best Apps for Kids in the Fifth Grade

28 of the Best Apps for Kids in the Sixth Grade

35 of the Best Apps for Kids in the Seventh Grade

28 of the Best Apps for Kids in the Eight Grade

27 of the Best Apps for Kids in the Ninth Grade33 of the Best Apps for Kids in the Tenth Grade20 of the Best Apps for Kids in the Eleventh Grade14 of the Best Apps for Kids in the Twelfth Grade

Are you looking for hacks to motivate kids to attempt new tasks? If so, keep reading.

1. Do not require the student to finish the task in one sitting.

2. Minimize distracting stimuli (e.g., place the student on the front row, give a carrel or “office” space away from distractions, etc.). This is used as a way of reducing distracting stimuli, not as a punishment.

3. Organize their surroundings to give the student increased chance for help or assistance.

4. Select a peer or volunteer to help the student begin a task.

5. Assess the clarity and quality of directions, explanations, and instructions given to the student.

6. Get the student to question any directions, explanations, or instructions not grasped.

7. Talk with the student to explain (a) what the student is doing wrong (e.g., not trying a new task) and (b) what the student should be doing (e.g., asking for assistance or clarification, following instructions, staring on time, etc.).

8. Praise the student for trying a new task: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

9. Praise those students in the classroom who attempt a new task.

10. Draft an agreement with the student stipulating what behavior is required (e.g., trying a new task) and which reinforcement will be implemented when the agreement has been met.

11. Praise the student for trying a new task within the duration of time they can be successful. As the student shows success, slowly decrease the amount of time to begin the task to be reinforced.

12. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

13. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the student’s progress. The parents may reinforce the student at home for trying a new task/task at school.

Are you looking for strategies to help students who have trouble attempting new tasks? If so, keep reading.

1. Show the task in the most exciting and attractive manner possible.

2. Help the student develop GRIT.

3. Organize time units so that the student knows how long they have to work and when the work must be finished.

4. Give the student more than enough time to finish a learning experience . As the student shows success, slowly decrease the amount of time given to finish a learning experience .

5. Provide instructions in an assortment of ways to enable the student’s comprehension (e.g., if the student fails to understand oral instructions, present them in written form).

6. Get the student to repeat the instructions orally to the teacher.

7. Provide a signal (e.g., clapping hands, turning lights off and on, etc.) before giving oral instructions.

8. Give the student a predetermined signal (e.g., oral signal, hand signal, etc.) when they are not beginning a task.

9. Inform the student that instructions will only be given once.

10. Rewrite instructions at a lower reading level.

11. Provide oral instructions in a simple, concrete manner.

12. Assist the student with the first few things about a task. As the student shows success, slowly lessen the amount of help over time.

13. Follow up a less desirable task with a highly desirable task, making the conclusion of the first appropriate to perform the second.

14. Give the student shorter tasks, given more regularly.

15. Give the student a schedule of daily activities so that they know what and how much there is to do in a day.

16. Stop the student from becoming overstimulated by a learning experience (e.g., frustrated, angry, etc.).

17. Indicate what is to be done for the conclusion of a task (e.g., make definite starting and stopping points, a minimum requirement, etc.).

18. Make the student begin each task within a specific duration of time (e.g., three minutes, five minutes, etc.).

19. Give the student a selection of tasks, requiring them to select a minimum number from the total (e.g., present the student with 10 academic tasks from which 6 must be finished that day).

20. Begin with a single problem and add more problems to the task over time.